Prática leitora-formativa com crianças e poesia na educação infantil

Resumo Este artigo reflete sobre a prática leitora-formativa com crianças e poesia na Educação Infantil no desenvolvimento de possibilidades desafiadoras na escola em praticar na infância o vínculo da leitura de poemas com sua potência enquanto possível realização da experiência poética. Objetiva refletir sobre práticas leitoras-formativas com poesias com as crianças em momentos lúdicos de interação, de desenvolvimento da oralidade, de amplificação de seu vocabulário, com os quais podem expressar seus desejos, sentimentos em consonância com o brincar com as palavras. Justifica-se a reflexão destas práticas no processo de ensino para aprendizagem com a poesia para as crianças no desenvolvimento da imaginação, expressão e sensibilidade, que suscitam nelas novas percepções cognitivas. Como metodologia, a prática foi de abordagem qualitativa na interpretação dos dados e bibliográfica na construção do Referencial Teórico foi realizada com crianças de 5 e 6 anos em Escola de Educação Infantil, com uma turma do jardim B, com os quais foram trabalhados poemas infantis de Caio Ritter. Como Referencial Teórico foram parceiros Abramovich (1989), Bachelard (1990), Georges Jean (1989), Lajolo (2006), Reyes (2010). Estas reflexões colaboram com os/as educadores/as para que desenvolvam, através da poesia na Literatura Infantil, o prazer nas leituras e audições de poemas e contação de histórias para que, no exercício da docência, se apropriem do conhecimento tanto literário quanto linguístico, a fim de fazer uso da palavra poética em espaços complexos de linguagem e de questionamentos acerca de suas próprias constituições como seres humanos. Palavras-chave: Prática-leitora-formativa; poesia; criança. Abstract This paper reflects on the reading-formative practice with children and poetry in Early Childhood Education in the development of challenging possibilities at school to practice in childhood the link of reading poems with its power as a possible realization of poetic experience. It aims to reflect on reading-formative practices with poetry with children in playful moments of interaction, oral development, expansion of their vocabulary, with which they can express their wishes, feelings in line with playing with words. It is justified to reflect on these practices in the teaching-learning process with poetry for children to develop their imagination, expression, and sensitivity, which raise new cognitive perceptions in them. As a methodology, the practice was of qualitative approach in the interpretation of data and bibliographic in the construction of the theoretical framework. The search was carried out with children of 5 and 6 years old in an Early Childhood Education School, with a group of Garden B, where children’s poems by Caio Ritter were studied. Abramovich (1989), Bachelard (1990), Georges Jean (1989), Lajolo (2006), Reyes (2010) were partners as theoretical framework. These reflections collaborate with educators to develop, through poetry in Children's Literature, the pleasure of reading and listening to poems and storytelling so that, in the exercise of teaching, they appropriate both literary and linguistic knowledge. In order to make use of the poetic word in complex spaces of language and questions about their own constitutions as human beings. Keywords: Reading-formative practice; poetry; kids. Resumen Este articulo reflexiona sobre la práctica lectora-formativa con niños/as y poesía en la Educación Infantil en el desarrollo de las posibilidades desafiadoras en la escuela para practicar en la niñez el vínculo con la lectura de poemas y con la experiencia poética. Objetiva reflexionar sobre las prácticas lectoras-formativas con poesías con niños y niñas en momentos lúdicos de integración, para el desarrollo de la oralidad, de la ampliación de su vocabulario, con los cuales pueden expresar sus deseos, sentimientos en consonancia con el juego con las palabras. Se justifica reflexionar sobre estas prácticas en el proceso de la enseñanza para el aprendizaje con la poesía para los niños y niñas en el desarrollo de la imaginación, expresión y sensibilidad, que dan lugar a nuevas percepciones cognitivas. La metodología fue el abordaje cualitativo en la interpretación de los datos y la revisión bibliográfica en la construcción del referencial teórico. La actividad se realizó con niños y niñas de 5 y 6 años de una escuela de Educación Infantil, con un grupo del jardín B, con los cuales fueron trabajados poemas infantiles de Caio Ritter. Con el referencial teórico colaboraron Abramovich (1989), Bachelard (1990), Georges Jean (1989), Lajolo (2006) y Reyes (2010). Estas reflexiones colaboraron con los/las profesores/as para que desarrollen, a través de la poesía en la literatura infantil, el placer en las lecturas, audiciones de poemas y “contar cuentos” de historias para que, en el ejercicio de la docencia, se apropien del conocimiento tanto literario como lingüístico, a fin de hacer uso de la palabra poética en espacios complejos de lenguaje y de cuestionamientos sobre sus propias constituciones como seres humanos. Palabras-claves: Práctica-habilidad lectora; niños/niñas; poesía.

Effects of task type on L2 Mandarin fluency development

This study explores task effects on fluency development in second language (L2) Mandarin during study abroad (SA) in China, given linguistic and pedagogic challenges facing western learners of Mandarin (Zhao, 2011). Data from 10 adult English learners of Mandarin were compared pre/post 10 months’ SA in China. Performance was measured in 4 tasks with different task loads (rehearsed vs. spontaneous speech, in monologic and dialogic mode). Significant differences between the rehearsed monologue and other tasks found pre-SA were generally not found after SA. Some differences remained between monologues and dialogues, suggesting that task load effects may override SA impact. Claims about the impact of SA on L2 oral development should take more account of different task demands, to help further illuminate our understanding of how SA may benefit L2 fluency.

Vitamin D Deficiency and Oral Health: A Comprehensive Review

Vitamin D (VD) levels have been gaining growing attention in Oral Health. During growth and adulthood, VD deficiency (VDD) is associated with a wide variety of oral health disorders, and impaired VD synthesis may expedite some of these conditions. In children, severe VDD can induce defective tooth mineralization, resulting in dentin and enamel defects. As a consequence, these defects may increase the risk of the onset and progression of dental caries. Further, VDD has been associated with higher prevalence of periodontitis and gingival inflammation, and several recent preclinical and clinical studies have unveiled potential pathways through which Vitamin D may interact with the periodontium. VDD correction through supplementation may contribute to a successful treatment of periodontitis; however, alveolar bone regeneration procedures performed in baseline VDD patients seem more prone to failure. Vitamin D may also be linked with some oral pathology entities such as certain oral cancers and events of osteonecrosis of the jaw. This review aims to provide comprehensive evidence of how VD levels should be considered to promote good oral health, and to summarize how VDD may hamper oral development and its role in certain oral conditions.

Apraxia in children and adults with obstructive sleep apnea syndrome

Study Objectives Early in life impairment of orofacial growth leads to sleep-disordered breathing (SDB). Normal lingual gnosis and praxis are part of this early development related to the normal sensorimotor development of the tongue and surrounding oral musculature. The aim of this retrospective study was to explore if lingual praxia is impaired in both SDB children and adults and if there is an association to craniofacial morphology. Methods The ability to perform simple tongue maneuvers was investigated in 100 prepubertal SDB children and 150 SDB adults (shown with polysomnography). All individuals had a clinical investigation by specialists to assess any orofacial growth impairment and the elements potentially behind this impairment. In a subgroup of individuals both able and unable to perform the maneuvers, we also performed a blind recognition of forms placed in the mouth. Results A subgroup of pediatric and adult SDB patients presented evidence not only of orofacial growth impairment, but also apraxia independent of age and severity of OSA. Conclusions By 3 years of age, children should be able to perform requested tongue maneuvers and have oral form recognition. Abnormal gnosis–praxis was noted, independent of age in SDB children and adults, demonstrating that an abnormal functioning of the tongue in the oral cavity during early development can be detected. Both children and adults with SDB may present similar absences of normal oral development very early in life and a similar presentation of apraxia, suggesting that the distinction of SDB in children versus adults may not be relevant.

Abnormal Use of Personal Pronouns in Sign Language of Autistic Deaf Children

<p>Abnormal use of personal pronouns is an important feature of autistic children's oral development. After comparing autistic deaf children with autistic children and deaf children respectively, it is found that pronoun avoidance also exists in the sign language development of autistic deaf children, but pronoun reversal rarely occurs. In pronoun avoidance, the sign language performance of autistic deaf children is more similar to that of autistic children than deaf children, which is more likely to be due to autistic children's own disorders than differences in language forms. Different from autistic children and deaf children, autistic deaf children have their own unique performance in pronoun reversal: palm reversal. The reason may be that the disorder of personal pronoun reversal in autistic children may have different performance due to differences in language forms.</p>

Abnormal Use of Personal Pronouns in Sign Language of Autistic Deaf Children

<p>Abnormal use of personal pronouns is an important feature of autistic children's oral development. After comparing autistic deaf children with autistic children and deaf children respectively, it is found that pronoun avoidance also exists in the sign language development of autistic deaf children, but pronoun reversal rarely occurs. In pronoun avoidance, the sign language performance of autistic deaf children is more similar to that of autistic children than deaf children, which is more likely to be due to autistic children's own disorders than differences in language forms. Different from autistic children and deaf children, autistic deaf children have their own unique performance in pronoun reversal: palm reversal. The reason may be that the disorder of personal pronoun reversal in autistic children may have different performance due to differences in language forms.</p>

Dynamic Paths of Complexity and Accuracy in Second Language Speech: A Longitudinal Case Study of Chinese Learners

The present study investigated the developmental patterns of Chinese EFL(AQ) learners’ oral language in terms of complexity and accuracy and looked into the dynamic interactions between them within the framework of Complex Dynamic Systems Theory (CDST). The data were analysed using dynamic analyses (moving min–max graphs, moving correlations and Monte Carlo Simulations). It was found that, firstly, at the group level, the general developmental trends of both complexity and accuracy showed improvements. Secondly, at the individual level, the developmental patterns were non-linear and dynamic with high degrees of variability, and individual language development was influenced by the initial states. Thirdly, the analyses revealed a complex interplay between complexity and accuracy, which gradually shifted from a clearly competitive relationship during the early stages to a supportive relationship in later stages. This shift in interaction shows that complexity goes hand in hand with accuracy, which corroborates the interconnectedness of subsystems as one of the major characteristics of CDST. The findings confirm the applicability of CDST approaches to L2 oral development and carry valuable implications for CDST theory development and oral language teaching.

A arte da performance no desenvolvimento da produção oral em inglês

The English teaching classroom can be the stage for different tasks for oral development. The artistic concept of performance for creating scenes for the practice of speaking in the classroom can put the student to reflect on the language choices that he makes during a task. Performance scenes can be moments of creation, risk, and experimentation with the language that lead the student to outcomes possibly not imagined by him initially. By creating opportunities for performance tasks for students to use the target language, students can be empowered to “go beyond themselves in order to become who they are by being who they are not” (Holzman, 1997), discovering new ways of negotiation and expression in another language.